The Validity of Measures of Instructional Alignment with State Standards Based on Surveys of Enacted Curriculum

Autor/inn/en	Atchison, Drew; Garet, Michael S.; Smith, Toni M.; Song, Mengli
Titel	The Validity of Measures of Instructional Alignment with State Standards Based on Surveys of Enacted Curriculum
Quelle	In: AERA Open, 8 (2022) 1, (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/23328584221098761
Schlagwörter	Alignment (Education); State Standards; Academic Standards; Test Validity; Curriculum Evaluation; Grade 4; Grade 5; Mathematics Teachers; English Teachers; Elementary School Teachers; Cognitive Processes; Difficulty Level + Suchen Sie Ihr Suchwort? Testvalidität; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; English language lessons; Englischunterricht; Elementary school; Grundschule; Volksschule; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad
Abstract	This paper uses a validity argument approach to examine the validity evidence for measures of instructional alignment based on an instrument adapted from the Surveys of Enacted Curriculum (SEC). Using the instrument, Grade 4 math and Grade 5 English language arts teachers reported the level of emphasis they gave to subject-specific topics and cognitive demands in their instruction, which provided the data for measuring instructional alignment--both overall and by topic and by cognitive demand--with state standards. We found that (a) teachers differentiated topics but not cognitive demands when reporting on the content of their instruction, (b) teachers likely over-reported levels of emphasis on topics and cognitive demands, and (c) overall alignment and alignment by cognitive demand were not significantly associated with teachers' value-added scores. Although this study examined a specific version of the SEC, we believe the findings apply more broadly to SEC-based measures of instructional alignment. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01